Sarah Brenay - SOHH - Ch. 5
Chapter Summary: Our experiences with music as children have a powerful effect on our attitudes towards music as adults. Teachers who put too much emphasis on the technical aspects of music and focus only on correcting mistakes may find that their students lose their passion and enjoyment of music. The goal is to ignite a love for music that will fuel the students practice long term, not create an assembly line of perfect cookie cutter students. Each student has a unique learning style and it is the teacher's responsibility to adjust their methods to meet the needs of each student.
Key Concepts: Each students has a different perspective and learns in different ways, and a teachers style needs to change accordingly. Teachers have a huge impact on their student's self-image. Creating a positive atmosphere in lessons is as important as what is taught in those lessons.
Key Terms:
learning modes - the way a student best interprets information
Making Connections: We all know the effect our teachers have on us. When I have a good lesson I feel elated all day. And when I have a bad lesson it can take days to shake it off. As teachers we need to make sure our students don't feel threatened in lessons so that they can approach the music with curiosity, creativity, and enthusiasm.
Sunday, September 29, 2013
Shalayna LS 9.25
In this week’s lesson, I struggled with getting the e vowel
forward. I was frustrated after many
vocalizes on e, but I tried to remain positive. I constantly told myself, out
loud, that I can do it and try again. I
was able to error detect my jaw tightening up. I was too focused on trying to
get the technique right. I noticed when I did one of the exercises faster I was
freer than when we slowed the exercise down.
Caitlin Craig ER Chapter 8 Summary
Chapter Summary: Wordy jargon can often complicate understanding. When teaching and learning sometimes it is better to watch, or feel the sensations in your body. These sensations will not lead you astray, like sound often does. Removing holy jargon from our teaching often solidifies and clarifies ideas that once seemed mountaneous.
Key Terms: Holy Jargon
Key Concepts: find connections and understanding in a wordless means.
Making Connections: I think as a teacher it might be hard to listen at first. I think it would be an easy task to put words into your students' mouths, just because you are trying to understand them. But perhaps it would be a better exercise to show and then have them listen, and explain to you what they perceive. This could also aid in deciphering where there current ability or understanding lies.
Key Terms: Holy Jargon
Key Concepts: find connections and understanding in a wordless means.
Making Connections: I think as a teacher it might be hard to listen at first. I think it would be an easy task to put words into your students' mouths, just because you are trying to understand them. But perhaps it would be a better exercise to show and then have them listen, and explain to you what they perceive. This could also aid in deciphering where there current ability or understanding lies.
Caitlin Craig ER Chapter 7 Summary
Chapter Summary: We often forget the importance of the journey in learning, and we generally focus on getting the right results. This can stunt the depth of our knowledge, and capacity to grow. Finding a right balance of mind and body can bring us into a state of mind that is perceptive and open to the obstacles ahead.
Key Terms: awareness, visual sense.
Key Concepts: Learning style=perceptual mode
Making Connections: I think I often focus on the details too much. I need to trust my "singing feet" and focus on the shape of the whole. I think I would be able to jump over my vocal hurdles with much more ease if I could let go and just trust my abilities. I need to enjoy the singing journey.
Key Terms: awareness, visual sense.
Key Concepts: Learning style=perceptual mode
Making Connections: I think I often focus on the details too much. I need to trust my "singing feet" and focus on the shape of the whole. I think I would be able to jump over my vocal hurdles with much more ease if I could let go and just trust my abilities. I need to enjoy the singing journey.
Mariah Lesson Summary 9/26
Mariah Lesson Summary 9/26
I felt prepared for my lesson this week. I had worked on "Traume" and learned "The Last Rose of Summer" almost to memorization. I had listened to all of my songs that I could find on youtube. And I had warmed up fairly well before going.
At the beginning of the lesson, we talked about my song analysis form for "Traume" and some clarifications with that since it was the first analysis I've done. We did a few more warm-ups including lip trills moving around on the pitches and not going up by half-step. Laurie had me swing my arms and body around while making sighing sounds to help me release tension. She also had me do the plank exercise to help me connect more with my core. She introduced the snort inhaled K which helped open up the back of my throat more. We focused a lot on having me breathe in slowly through my nose and then go into singing. This helped me a lot to center and have more full, relaxed breaths. She reminded me to always think pitch in every exercise to prepare myself. While working on "The Last Rose of Summer," I was having a hard time singing the higher notes and especially keeping them in the feeling of the song. I would either sing them really soft or really loud. Laurie taught me a great technique to help with this. She told me to trace a line in the air how I thought the momentum of the song went. When the feeling in the song built, that's when I would curve the line upward instead of when the notes went up. I tried doing the song on a lip trill while focusing on tracing the line and then singing while tracing the line. This really really really helped me connect those higher notes with the rest of the piece and sing them so much more freely. We also worked on saying the words sing songy. When I would say the words, I wasn't forcing air through at certain times like I tried to do in singing. She had me say the words sing songy in a more projected way to add that next step to singing. Laurie also told me to try not to play for myself while singing so that I am not distracted. She suggested bringing in an accompanist sometimes so that she can focus more on teaching me and less on playing. Laurie notice that I tended to breathe and hold my breath before singing. I need to focus on having slow, full breaths that go right into my singing.
The key things I learned in this lesson were the tracing the line exercise and taking slow, full breaths. Saying the words sing songy also helped me be more relaxed and connect my breath while singing.
My goals for next lesson are to start learning Clair de Lune, work on the pronunciation and have "The Last Rose of Summer" completely memorized. Also, I would like to have the song analysis form done for This Little Rose. I need to find a recording of someone singing "D'un Genio"as well.
New Vocalizes
primal uh huh into singing ya ih ya
oh no no
Santa Clause
snorted inhaled K into meh oh oh ee
mhmm mee
pull the tongue out and quacking
I felt prepared for my lesson this week. I had worked on "Traume" and learned "The Last Rose of Summer" almost to memorization. I had listened to all of my songs that I could find on youtube. And I had warmed up fairly well before going.
At the beginning of the lesson, we talked about my song analysis form for "Traume" and some clarifications with that since it was the first analysis I've done. We did a few more warm-ups including lip trills moving around on the pitches and not going up by half-step. Laurie had me swing my arms and body around while making sighing sounds to help me release tension. She also had me do the plank exercise to help me connect more with my core. She introduced the snort inhaled K which helped open up the back of my throat more. We focused a lot on having me breathe in slowly through my nose and then go into singing. This helped me a lot to center and have more full, relaxed breaths. She reminded me to always think pitch in every exercise to prepare myself. While working on "The Last Rose of Summer," I was having a hard time singing the higher notes and especially keeping them in the feeling of the song. I would either sing them really soft or really loud. Laurie taught me a great technique to help with this. She told me to trace a line in the air how I thought the momentum of the song went. When the feeling in the song built, that's when I would curve the line upward instead of when the notes went up. I tried doing the song on a lip trill while focusing on tracing the line and then singing while tracing the line. This really really really helped me connect those higher notes with the rest of the piece and sing them so much more freely. We also worked on saying the words sing songy. When I would say the words, I wasn't forcing air through at certain times like I tried to do in singing. She had me say the words sing songy in a more projected way to add that next step to singing. Laurie also told me to try not to play for myself while singing so that I am not distracted. She suggested bringing in an accompanist sometimes so that she can focus more on teaching me and less on playing. Laurie notice that I tended to breathe and hold my breath before singing. I need to focus on having slow, full breaths that go right into my singing.
The key things I learned in this lesson were the tracing the line exercise and taking slow, full breaths. Saying the words sing songy also helped me be more relaxed and connect my breath while singing.
My goals for next lesson are to start learning Clair de Lune, work on the pronunciation and have "The Last Rose of Summer" completely memorized. Also, I would like to have the song analysis form done for This Little Rose. I need to find a recording of someone singing "D'un Genio"as well.
New Vocalizes
primal uh huh into singing ya ih ya
oh no no
Santa Clause
snorted inhaled K into meh oh oh ee
mhmm mee
pull the tongue out and quacking
Shalayna SOHH 7
Chapter Summary: We get so caught up in reaching our goals
that we forget our journey. Our minds tend to take on too much power and suck
up all the enjoyment of learning. Look at what you are trying to learn
differently. Look for a patterns, relationships, and connections that helps to
understand the information better. It is better to look up and take in what we
are learning instead of burying our minds with information we don’t understand.
It is helpful to understand the roles of our mind and our body. There is a sense of trust that needs to
happen with our minds and our bodies that understand how and what we learn.
Key Concept: Enjoy the journey to appreciate the goal.
Key Terms:
Connection: I get so caught up in memorizing music that I don’t
stop and reflex on how the music may relate to my life. I’ve often find myself just
practicing music because its own my schedule, not because I want to. I’ve
scheduled everything in, work, school, free time, the gym, etc. But hardly do I
ever stop and do something for fun. I want my desire back. I want to really take
pride in my success and say I worked hard rather than being glad it’s all over.
Taylee. Summary: One of music's most beautiful phenomenons is its ability to say what words alone cannot. Words, sometimes, are not appropriate to use. We must allow other learning senses to have a turn. If we can have the patience to allow other influences a shot at explaining our desire, we can then apply the words that only now seem appropriate.
Key Concepts: Sometimes "words are best left alone for the time being." We have others learning senses that need time to absorb information before we apply words to explain it.
Key Terms: Learning senses.
Making Connections: I've always felt that there were better ways of explaining things than just words alone. I'm glad that this chapter finally just said that. I've not always been good at letting those "other things" have a voice though. I talk a lot. So, in my lessons, I am going to try not to verbally affirm everything right off the bat, but instead just trust myself to understand what I picked up with my other senses. We'll see how I do come Friday.
Key Concepts: Sometimes "words are best left alone for the time being." We have others learning senses that need time to absorb information before we apply words to explain it.
Key Terms: Learning senses.
Making Connections: I've always felt that there were better ways of explaining things than just words alone. I'm glad that this chapter finally just said that. I've not always been good at letting those "other things" have a voice though. I talk a lot. So, in my lessons, I am going to try not to verbally affirm everything right off the bat, but instead just trust myself to understand what I picked up with my other senses. We'll see how I do come Friday.
Caitlin Craig ER Chapter 6 Summary
Chapter Summary: Perceptual problems can often vague our senses and ability to complete a task. These stumbling blocks can be approached by looking outside of the box in order to be solved. Not only do we need to diagnose these problems, but we have to find solutions in order to overcome them.
Key Terms: instant recognition, perceptual problems.
Key Concepts: Faults and errors can be solved through unorthodox approaches that stimulate our brain and connect the two hemispheres (i.e. juggling, crawling, etc...)
Making Connections: I had a profound connection to this chapter. I often feel like I find that right place of singing in my warm-ups and vocalizes, but once I try to find that same place in singing, it goes out the window. I think if I thought more about being silly or playing, and less about singing, it might help me find that sweet spot in my voice. It would undoubtedly help me to think less about it, and it might even free up my attitude towards it.
Key Terms: instant recognition, perceptual problems.
Key Concepts: Faults and errors can be solved through unorthodox approaches that stimulate our brain and connect the two hemispheres (i.e. juggling, crawling, etc...)
Making Connections: I had a profound connection to this chapter. I often feel like I find that right place of singing in my warm-ups and vocalizes, but once I try to find that same place in singing, it goes out the window. I think if I thought more about being silly or playing, and less about singing, it might help me find that sweet spot in my voice. It would undoubtedly help me to think less about it, and it might even free up my attitude towards it.
Mariah ER 8
Mariah ER 8
Chapter Summary: Words cannot always express what we need to express. This is part of the reason why music can be so influential. But if we only focus on words to teach and learn, we lose the very message we are trying to convey through our music. To be more connected, we can visualize what we want to happen, express it through body movement and then try again. The depth in our music will become more apparent to us and our audience. Sometimes we need to understand what is trying to be said by first feeling it before we try to explain it in words.
Key Concepts: If we only used words to express ourselves, music would no longer exist.
Key Terms: visualizing
Making Connections: I want to practice visualizing and feeling the music more in practicing my singing. I think both of these things will help me find a balance between my mind and my body and be able to express the song much more easily.
Chapter Summary: Words cannot always express what we need to express. This is part of the reason why music can be so influential. But if we only focus on words to teach and learn, we lose the very message we are trying to convey through our music. To be more connected, we can visualize what we want to happen, express it through body movement and then try again. The depth in our music will become more apparent to us and our audience. Sometimes we need to understand what is trying to be said by first feeling it before we try to explain it in words.
Key Concepts: If we only used words to express ourselves, music would no longer exist.
Key Terms: visualizing
Making Connections: I want to practice visualizing and feeling the music more in practicing my singing. I think both of these things will help me find a balance between my mind and my body and be able to express the song much more easily.
Shalayna SOHH 6
Chapter Summary: Everyone is good at something. We all have
our strengths and weakness, we just need to put our fears aside and learn from
one another. It is better to understand how your brain works, rather than
forcing information that will not stick. When you surround yourself with people
that have all different types of struggles, its easier to connect with your
own, and understand that you are not the only one with them. Forcing
information can allow for the information to go completely against your
personal learning process. It is better to understand the material rather than
reviewing it.
Key Concept: Understand how you learn.
Key Terms?
Connection: This chapter explains exactly what I’m dealing
with in my life now. I never think that the people in my same classes are
having difficulties, just me. But that’s wrong. Everyone has something that
they struggle with. I need to have more fun with learning and not make it so
serious all the time. I think I get so caught up in trying not to be wrong,
that I lose sight of the excitement about learning something new.
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